ERIC EJ911771: How Has Pedagogy Changed in a Digital Age?

2009·0.16 MB·English

by  ERIC

European Journal of Open, Distance and E-Learning http://www.eurodl.org/?article=382
How has pedagogy changed in a digital age?
ICT supported learning: dialogic forums in project work
Hayat Al-Khatib [[email protected]]
Arab Open University – Lebanon
Abstracts
English
Education in the twenty-first century is underpinned by theories of inclusion and practices of open and
distance learning (Aldrich, 2003; Richards, 2004). New concerns are replacing the traditional views on the
impossibility of integrating pedagogy and technology (Barab et al, 2004; Roblyer et al, 2000). Supporting
learning in the digital age looks at devising innovative methods to utilize ICT in education for maximalist
inclusion of learners accompanied by a reformed pedagogy that frames quality in the learning activity by
raising the interest and involvement of the student in dialogic learner centred approaches. (Salmon, 2002;
Sandholtz et al, 2002).
The role of ICT in the learning process has been overwhelmingly complementary and limited (Barab et al.,
2000; Cope et al, 2000). ICT skills are either taught in vacuum without establishing relevance to learners'
contexts or as add-on activities instructed by the teacher in the classroom (Cuban, 2001, Thomas et al,
2002). Laurillard (2002), Loveless et al (2001), Gee (2003) and Kimber (2003) provide skeptical
evaluation of the employment of ICT in education and point out that despite its wider aim at inclusion, the
pedagogy associated with the practice reflected the transmission model that alienated the learner and did
not bring about the desired engagement.
A pilot study was conducted at AOU – Lebanon, experimenting with senior students embarking on project
work in two English language courses E300 and E303. Project themes were selected by the students from
the macro categories proposed in the curriculum, in relation to the learners' contexts, professions and
interests. ICT supported dialogic models of conferencing were utilized where theme based forums required
exchanging information and receiving peer feedback. Student groups were involved in developing their
specific forums and folders containing project resources, web quests, theory, frameworks, methodology,
surveys, workshops, data and glossaries. Forums were accessed for monitoring by the tutor at identified
intervals to conform to project calendar of events and tasks. The summary presentations of the groups
reflected the commitment of the learners to interactive ICT supported learning in project work and the
authentic involvement in research topics of relevance to their contexts. Tutorials reviewing learners'
practices and reflection modes revealed holistic tackling of the projects and improved standards of learning
brought about by the integration of technology in pedagogy.
Kress (2003) and Jonassen (2000) argue that effective multimodal literacy learning needs to be grounded
in everyday practices and contexts of the learners. Instead of instructional pedagogy involving ICT
supported learning ICT integration requires new models that ground processes and cycles in the context of
the learners and their experiences in a practice-reflection duality in the learning process, committing the
learner to a dialogical, applied and enquiry-based project in the pursuit of learning excellence (Richards,
2001 and 2003).
Reformed pedagogy need to promote engaging learners in interesting and authentic contexts framed in
project-based ICT supported modules integrating pretexts for learning across the curriculum. Web forums
and conferencing as well as internet resources and e-mails are utilized to support integrated applied
learning and exploration in realizing active learning in the digital age.
Arabic
ﺪﻌﺑ ﻦﻋ ﻢﻠﻌﺘﻟاو حﻮﺘﻔﻤﻟا ﻢﻴﻠﻌﺘﻟا ﺞﻣاﺮﺑ ﻲﻓ ﺔﺻﺎﺧ ﻢﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻦﻤﺿ ﻢﻠﻌﺘﻤﻟا ﺰآﺮﻤﺘﺑ ﻖﻠﻌﺘﺗ تﺎﻳﺮﻈﻧ ﻦﻳﺮﺸﻌﻟاو ﺪﺣاﻮﻟا نﺮﻘﻟا ﻲﻓ ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻰﻠﻋ ﺖﻐﻃ
ﺔﺜﻳﺪﺤﻟا تﺎﻴﻨﻘﺘﻟا ﻊﻣ ﻢﻠﻌﺘﻟا تﺎﻳﺮﻈﻧ ﺞﻣد ﺔﻟﺎﺤﺘﺳا لﻮﺣ ﺔﻳﺪﻴﻠﻘﺘﻟا ﻢﻴهﺎﻔﻤﻟا تﺮﻴﻏّ ةﺪﻳﺪﺟ تﺎﻣﺎﻤﺘهإ رﻮﻠﺒﺘﻟﺎﺑ تأﺪﺑ ﺎﻤآ (2004 ،درﺎﺸﺘﻳر ،2003 'ﺶﻴﺘﻧرﺪﻟا)
.(2000، ﺮﻴﻠﺑور ،2004 ،بارﺎﺑ)
تﺎﻳﺮﻈﻧ ﻰﻠﻋ مﻮﻘﻳ ﻢﻴﻠﻌﺘﻟا لﺎﺠﻣ ﻲﻓ تﻻﺎﺼﺗﻹاو تﺎﻣﻮﻠﻌﻤﻟا ﺎﻴﺟﻮﻟﻮﻨﻜﺗ ماﺪﺨﺘﺳﻹ ةﺮﻜﺘﺒﻣ قﺮﻃ ثاﺪﺤﺘﺳا ﻰﻟا ﻊﻠﻄﺘﻳ ﻲﻤﻗﺮﻟا ﺮﺼﻌﻟا ﻲﻓ ﻢﻠﻌﺘﻟا ﻢﻋد نإ
ﺞهﺎﻨﻤﻠﻟ ﻞﻣﺎﺷ يﻮﺑﺮﺗ حﻼﺻا ﻦﻤﺿ ﺞﻬﻨﻟا ﺔﻳراﻮﺣ ﻲﻓ ﻢﻠﻌﺘﻤﻟا ﺰآﺮﻤﺗ لﻼﺧ ﻦﻣ بﻼﻄﻟا ﻦﻣ ﺔآرﺎﺸﻤﻟاو مﺎﻤﺘهﻹا ةدﺎﻳز ﻰﻟا فﺪﻬﺗ ةﺪﻳﺪﺟ تﺎﺳرﺎﻤﻣو
.ﺐﻴﻟﺎﺳﻷاو
ةرﺎﻬﻤآ ﺎﻣإ ارﻮﺼﺤﻣ لاﺰﻳ ﻻ ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻲﻓ تﻻﺎﺼﺗﻹاو تﺎﻣﻮﻠﻌﻤﻟا ﺎﻴﺟﻮﻟﻮﻨﻜﺗ رود نا ﻰﻟا (2002 نﻮﻤﻟﺎﺳ ،2002 ،ﺰﺘﻟﻮهﺪﻧﺎﺳ) تﺎﺳارﺪﻟا ﺮﻴﺸﺗو
.ﻒﺼﻟا ﻲﻓ ﻢﻠﻌﻤﻟا تﺎﻤﻴﻠﻌﺗو تﺎﻃﺎﺸﻨﻟ يﻮﻧﺎﺛ ﻞﻜﺸﺑ ﺔﻠﻤﻜﻣ ﺎﻣّإو ،ﻢﻴﻠﻌﺘﻟا ﻲﻓ ﺔﺣوﺮﻄﻤﻟا ﻊﻴﺿاﻮﻤﻟا ﻊﻗاﻮﻟ ﺔﻠﺼﻟا ﻦﻣ ةدﺮﺠﻣ ﺔﻠﺼﻔﻨﻣ
ﻲﻓ تﻻﺎﺼﺗﻹاو تﺎﻣﻮﻠﻌﻤﻟا ﺎﻴﺟﻮﻟﻮﻨﻜﺗ ﻒﻴﻇﻮﺗ ﺔﻴﻧﺎﻜﻣإ ﻲﻓ ﻚﻴﻜﺸﺗ ﻰﻟا ﺮﻴﺸﺗ ﻢﻬﺗﺎﺳارﺪﻓ نوﺮﺧﺁو (2003) ﺮﻴﻤﻴآو (2003) ﻲﺟو (2002) درﻼﻳرﻮﻟ ﺎﻣا
ﻢﻠﻌﺘﻟا ﻂﺋﺎﺳﻮﻟ ﺞﻣد لﻼﺧ ﻦﻣ ﺔﺳرﺎﻤﻤﻟﺎﺑ ﺔﻄﺒﺗﺮﻤﻟا ﺲﻳرﺪﺘﻟا قﺮﻃ ﻲﻓ ﻦﻴﻤﻠﻌﺘﻤﻟا ﻦﻣ ﻦﻜﻤﻣ دﺪﻋ ﺮﺒآا جاردإ فﺪه ﺪﻳﺪﺤﺗ ﻦﻣ ﻢﻏﺮﻟﺎﺑ ﻪﻧا ﺚﻴﺣ ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﺔﻣﺪﺧ
.ةﻮﺟﺮﻤﻟا ﺞﺋﺎﺘﻨﻟا ﻰﻟا ﻞﺻﻮﺘﻟا مﺪﻋو ﻢﻠﻌﺘﻤﻟا رﻮﻔﻧ ﺞﺋﺎﺘﻨﻟا ﺖﺴﻜﻋ ،ﺔﺜﻳﺪﺤﻟا ﺎﻴﺟﻮﻟﻮﻨﻜﺘﻟﺎﺑ ﺔﻣﻮﻋﺪﻤﻟا
E300 و E303. ﻞﺒﻗ ﻦﻣ ﻊﻳرﺎﺸﻤﻟا عﻮﺿﻮﻣ رﺎﻴﺘﺧا ﻢﺘﻳ ـﺑ ﺰﻣﺮﺗ ﺔﻴﻧاﺪﻴﻣ ثﺎﺤﺑا ﻊﻳرﺎﺸﻣ ﻲﻓ ﻦﻴﻃﺮﺨﻨﻣ بﻼﻃ ﻊﻣ برﺎﺠﺗ لﻮﺣ ةﺪﺋار ﺔﻋﻮﺿﻮﻤﻟا ﺔﺳارﺪﻟا
ﺔﻳراﻮﺣ جذﺎﻤﻧ ﻢﻋﺪﻟ تﻻﺎﺼﺗﻹاو تﺎﻣﻮﻠﻌﻤﻟا ﺎﻴﺠﻟﻮﻨﻜﺗ ﻞﻤﻌﺘﺴﺗ .ﺔﻴﺳارﺪﻟا ﺞهﺎﻨﻤﻟا تﺎﻗﺎﻴﺴﺑ دﺪﺤﻣ نوﺰﺨﻣ ﻦﻣ ﺢﻟﺎﺼﻤﻟاو ﻦﻬﻤﻟاو تﺎﻣﺎﻤﺘهﻹا ﺐﺴﺤﺑ بﻼﻄﻟا
بﻼﻃ ﻦﻴﺑ تﺎﻈﺣﻼﻤﻟاو تﺎﻣﻮﻠﻌﻤﻟا لدﺎﺒﺗ ﺐﻠﻄﺘﺗ ﻞﻓﺎﺤﻤﻟا ﻰﻠﻋ ﺔﻴﻨﻌﻣ ﻊﻴﺿاﻮﻣ ضﺮﻋ ﻢﺘﻳ ﺚﻴﺣ ﻦﻴﻴﻨﻌﻤﻟا بﻼﻄﻠﻟ ماﺪﺨﺘﺳﻹا ﻊﺿﻮﻣ ﺖﻌﺿو تاﺮﻤﺗﺆﻤﻠﻟ
تﺎﺳارﺪﻟاو تﺎﻳﺮﻈﻨﻟاو ﺮﻃﻷاو ﺔﻴﺠﻬﻨﻤﻟا ﻲﺣﺎﻨﻤﻟا ﻦﻣ عوﺮﺸﻤﻟﺎﺑ ﺔﺻﺎﺧ ردﺎﺼﻣو دراﻮﻤﺑ ﻲﻨﻌﻤﻟا ﻞﻔﺤﻤﻟا ﻲﻓ تﺎﻔﻠﻤﻟا ﺮﻳﻮﻄﺘﺑ بﻼﻄﻟا ﻢﺘﻬﻳو .ﺪﺣاﻮﻟا ﻞﻔﺤﻤﻟا
ثاﺪﺣﻷا ﻪﺟوا ﺪﻳﺪﺤﺗو ﺔﻌﺑﺎﺘﻤﻟ ةدﺪﺤﻣ تاﺮﺘﻓ ﻲﻓ ﻲﻤﻳدﺎآﻷا فﺮﺸﻤﻟا ﻞﺒﻗ ﻦﻣ ﺪﺻﺮﻠﻟ ﻞﻓﺎﺤﻤﻟا ﻊﻀﺨﺗو .ﻢﺟﺎﻌﻤﻟاو تﺎﻧﺎﻴﺒﻟاو ﻞﻤﻌﻟا تﺎﻘﻠﺣو ﺔﻴﺋﺎﺼﻘﺘﺳﻺﻟا
ﻊﻳرﺎﺸﻤﻠﻟ دﺪﺤﻤﻟا ﻲﻨﻣﺰﻟا لوﺪﺠﻟا ﻊﻣ ﺎﻬﻴﺷﺎﻤﺗو.
.ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻢﻋد ﻲﻓ لﺎﺼﺗﻹاو تﺎﻣﻮﻠﻌﻤﻟا ﺎﻴﺟﻮﻟﻮﻨﻜﺗ لﺎﻤﻌﺘﺳا ﻦﻋ ﺞﺗﺎﻨﻟا ﻞﻋﺎﻔﺘﻟا ﺐﺒﺴﺑ ﺔﻴﺜﺤﺒﻟا ﻊﻴﺿاﻮﻤﻟا ﻲﻓ ﺔﻴﻘﻴﻘﺣ ﺔآرﺎﺸﻤﺑ بﻼﻄﻟا ماﺰﺘﻟا ﺞﺋﺎﺘﻨﻟا ﺲﻜﻌﺗ
.ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻲﻓ ﺎﻴﺟﻮﻟﻮﻨﻜﺘﻟا ﻂﺋﺎﺳو ﺞﻣد ﻦﻋ ﺔﺠﺗﺎﻨﻟا ﻢﻠﻌﺘﻟا تﺎﻳﻮﺘﺴﻣ ﻦﺴﺤﺗ ﻦﻋ ﺞﺗﺎﻧ ﺮﻴﻜﻔﺘﻟاو تﺎﺳرﺎﻤﻤﻟا ﻲﻓ ﻲﺑﺎﺠﻳا ﺮﻴﻴﻐﺗ ﻲﻔﺼﻟا ﻢﻠﻌﺘﻟا تﺎﻘﻠﺣ ﺲﻜﻌﺗ ﺎﻤآ
ﻦﻣ ﻲﺗﺄﺗو ﻢﻠﻌﺘﻤﻟا ﻢﻬﺗ تﺎﻗﺎﻴﺴﻟﺪﻳﺪﺤﺗو ﺔﻴﻣﻮﻳ تﺎﺳرﺎﻤﻣ ﻰﻟا ﻢﺟﺮﺘﺗ ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻲﻓ ةدﺪﻌﺘﻣ ﻂﺋﺎﺳو دﺎﻤﺘﻋا ﻰﻟا (2000) ﻦﺳﺎﻧﻮﻳ و (2003) ﺲﻳﺮآ ﻮﻋﺪﻳ
كاﺮﺷاو راﻮﺤﻟا ﺪﻤﺘﻌﺗ تﺎﺳرﺎﻤﻣ ﺎﻴﺟﻮﻟﻮﻨﻜﺘﻟا زﺰﻌﺗ ،ةﺮﺷﺎﺒﻤﻟا تادﺎﺷرﻹاو تﺎﻤﻴﻠﻌﺘﻟا لﻼﺧ ﻦﻣ ﻢﻠﻌﻤﻟا رود ﻰﻠﻋ ةﺰﻜﺗﺮﻤﻟا ﻢﻠﻌﺘﻟا طﺎﻤﻧأ ﻦﻣ ﻻًﺪﺒﻓ .ﻪﺘﺌﻴﺑ ﻊﻗاو
.ﺔﻴﺳارﺪﻟا ﺞهﺎﻨﻤﻟا ﻦﻤﺿ ﺔﻤﺋﺎﻘﻟا ﻊﻳرﺎﺸﻤﻟا رﺎﻃإ ﻲﻓ ﺔﻠﻴﺻأو مﺎﻤﺘهﻺﻟ ةﺮﻴﺜﻣ تﺎﻗﺎﻴﺳ ﻲﻓ ﻢﻠﻌﺘﻤﻟا
ﺔﻴﺟﻮﻟﻮﻨﻜﺘﻟا ﻞﺋﺎﺳﻮﻟا ﺎﻬﺤﻴﺘﺗ ،ﺮﺜآا ﻪﺟوا ﻲﻓ ﻦﻴﻤﻠﻌﺘﻤﻟا كاﺮﺷاو يﻮﺑﺮﺘﻟا حﻼﺻﻹا فاﺪها ﻊﻴﺳﻮﺗ ﻊﻴﻄﺘﺴﺗ ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻢﻋد ﻲﻓ ةدﺪﻌﺘﻤﻟا ﻂﺋﺎﺳﻮﻟا دﺎﻤﺘﻋا نا
.ﻲﻤﻗﺮﻟا ﺮﺼﻌﻟا ﻲﻓ ﻂﺸﻨﻟا ﻢﻠﻌﺘﻟا ﻖﻴﻘﺤﺘﻟ فﺎﺸﻜﺘﺳﻹاو ﻢﻠﻌﺘﻟا ﻖﺒﻄﻳ ﻞﻣﺎﻜﺘﻣ ﻢﻋﺪﻟ ،ﺎﻬﺗﻻﺎﻤﻌﺘﺳاو ﻲﻧوﺮﺘﻜﻟﻹا ﺪﻳﺮﺒﻟاو ﺖﻧﺮﺘﻧﻹا دراﻮﻣ ﻰﻟا ﺔﻓﺎﺿا ،ﺔﺜﻳﺪﺤﻟا
Keywords
1 of 5
European Journal of Open, Distance and E-Learning http://www.eurodl.org/?article=382
theories of inclusion, pretexts for learning, transmission model, instructional pedagogy, interactive ICT
supported learning, learner centred approaches, multimodal literacy learning, dialogic practice-reflection
duality.
Topics
integrating pedagogy and technology, utilizing ICT in education, maximalist inclusion of learners, reformed
pedagogy.
Biography
Hayat Al-Khatib is Associate Professor at the Arab Open University – Lebanon. She received the degree of
PhD from the University of London in 2002. She is member of the British Association of Applied Linguists
(BAAL) and the Association of Professors of English and Translation at Arab Universities (APETAU).
Hayat Al-Khatib is active in regional and international conferences, with an interest in linguistics,
sociolinguistics, language teaching and education (Britain, Spain, Belgium, Athens, Cuba and Australia). In
addition to teaching and research, Hayat Al-Khatib has published works in a number of national and
international refereed journals as well as conference proceedings. She is currently Head of the English
programme at Arab Open University – Lebanon, editor at the Linguistics Journal Editorial Board (BAAL)
and chair for the UK-based AOU courses U210A and U210B.
Introduction
The role of ICT in the learning process has been overwhelmingly complementary and limited (Barab et al.,
2000; Cope et al, 2000). ICT skills are either taught in vacuum without establishing relevance to learners'
contexts or as add-on activities instructed by the teacher in the classroom (Cuban, 2001, Thomas et al,
2002). ICT resources and tools in the internet, multimedia and related technologies are acknowledged by
learners and tutors as offering wider arena of supported learning. Additional resources, explanation and
glossary are available at the touch of a button and through various web links. Accessing information is
utilized by the students as the celebrated method of integrating ICT in teaching and learning, however it
remains constrained by the tutor's instruction.
A more critical evaluation of the application, however, probes deeper into the pedagogy associated with
such integration and underlines concerns that ICT supported learning was not able to fulfil wider pedagogic
aspirations of transforming the teaching and learning process to an active path charted by the learner.
Laurillard (2002), Loveless et al (2001), Gee (2003) and Kimber (2003) provide skeptical evaluation of the
employment of ICT in education and point out that despite its wider aim at inclusion and innovation, the
pedagogy associated with the practice remain constrained by the transmission model associated with
instructional approaches that alienated the learner and did not bring about the desired engagement. ICT
supported learning, specifically in third world and developing countries remain at best applied in similar
ways to the traditional print resources and bound to the transmission of instruction and guided learning.
Cuban (2001) documents that ICT supported programmes and possibilities intimidate rather than
encourage educators and that the involved ICT practices are at best complementary utilized as "add-on"
exercises in the classroom.
The context of the study
The context of the study is the Arab Open University in Lebanon. The open system is relatively new,
pioneered in the west by the United Kingdom Open University (UKOU). It is a totally new experience in the
Arab world pioneered by the Arab Open University (AOU).
Traditional methods of education have been greatly influenced by what was known as the transmission
model of education (Freire, 1985). The transmission model has as its basic tenet narration where teaching
takes place through direct instruction. The teacher transmits through narration/instruction concepts and
ideas. The teachers' role is to "fill" the minds of the students with the content of their narration. The
students' role, in the transmission model, is to accumulate, memorize and reproduce mechanically the
narrated content. Education becomes an act of depositing knowledge and learning becomes a passive
process where learners receive, memorize and repeat given information instead of getting involved in the
learning process (Shor, 1987). In the traditional system there is a dichotomy between the learners and the
learning process (Goody, 1968). Learners are receivers of knowledge whose minds await instruction
without which they are assumed empty. Such views position the learners outside the learning process; as
outsiders with no prior knowledge who need to be integrated into the system. The system is there to assess
their ability to reproduce what has been instructed. In such a context there is no place for creativity,
analysis or critical thinking. Students are there to be taught and knowledge is transmitted to be acquired
and reproduced. There is no active role for the learners. They simply digest what is given and reproduce it
when assessed.
In the context of the open system, "open" means having no confining barriers, facilitating, accessible,
responsive, and as outlined in the Open University mission, "open as to people, places, methods and ideas"
(Atkins et al, 2002). The need for an open system of education in the modern world materialized out of the
problems and stresses of modern life, coupled with shortage in facilitative institutions of higher education
that can be responsive to the needs of the less privileged sectors of modern societies, e.g. working people,
women, etc. To facilitate stretching out to the maximum number of learner the Arab Open University
utilizes ICT support in communicating information to separate geographical regions.
Theoretical framework
Education in the twenty-first century is underpinned by theories of inclusion and practices of open and
distance learning (Aldrich, 2003; Richards, 2004). New concerns are replacing the traditional views on the
impossibility of integrating pedagogy and technology (Barab et al, 2004; Roblyer et al, 2000). Supporting
learning in the digital age looks at devising innovative methods to utilize ICT in education for maximalist
inclusion of learners accompanied by a reformed pedagogy that frames quality in the learning activity by
raising the interest and involvement of the student in dialogic learner centred approaches. (Salmon, 2002;
Sandholtz et al, 2002).
New perceptions and queries relate to a reformed approach to teaching and learning that looks at the role
and degree of involvement of the learners in the learning process. The aim is to reorient the learners to
remain within and not outside learning and look at innovative ways to raise the interest of the learner
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through grounding learning in the context of the learner.
The present study traces the outcome of integrating ICT supported learning in the open system through a
collaborative model that has the objectives of promoting independent learning. The case study follows forty
students majoring in English as they work on research projects in a British-based programme. Participants
are senior students embarking on project work in two English language senior courses E300 and E303.
Project themes were selected by the students from the macro categories proposed in the curriculum, in
relation to the learners' contexts, professions and interests.
Methodology
Forty senior projects were thematically categorized into eight groups of five participants each. Two or more
participants in any one group may conform, in project selection, to one of the categorized themes. The
themes are as in Table 1:
Table 1. Themes
Group A Theme : ESL problems and practices
Topics
Learning English through songs in the pre-school
Communicative methodologies in ESL cycle one (6-8yrs)
ESL errors in writing in cycle two Speaking and writing problems in ESL cycle three (12-13yrs)
Comparative study of grammar competence in English of Senior students at two Lebanese
Universities
Group B Theme : English for students with special needs
Topics
Sociolinguistic perspective on learning difficulties: a case study of a five year old
Language problems of a dyslexic learner
Language teaching and autistic learners: a case study
Problems that face students with special learning needs
Difficulties in writing English in deaf and blind learners in cycle two: a case study
Group C Theme : Language in advertisement
Topics
Selling vanity products
Language use in telemarketing
Buying the "Manager's Choice"
Buying death : cigarette advertisement
Group D Theme : Language in political rhetoric
Topics
Comparative analysis of Obama and Luther King's speeches: the Black experience
Authenticating realities: selling ideology (Lebanese elections)
Comparative analysis of Gondolissa Rice and Magaret Thatcher's rhetoric: gender in stateman's talk
Political Slogans: opting for a date in March (Lebanese Elections)
Group E Theme : Language and identity
Topics
Ethnocentrism in Pocahontas: Systemic Functional Perspective
Presenting the self in chat rooms
Identity issues in youth conversations: a case study at Verdun Dunes (Beirut City Centre)
Group F Theme : Phatic communion
Topics
Ladies' talk in a beauty saloon
Gender characteristics of ladies' talk in a gym
Group G Theme : ESL teaching methods
Topics
Getting things done in ESL cycle one : teacher's talk
Strategies of using language in class instruction
Touching people's lives in a positive way: ethnographic applications in the classroom
Group H Theme : Language and business
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Topics
Business English: The role of modal forms in economic forecast
A case study of governor Riad Salameh's speech (Central Bank of Lebanon)
Discussion
E300 and E303 are level 3 courses in the English language and literature programme offered at the Arab
Open University. The materials are developed by UKOU. Students access course information and support
material from AOU Learning Management System (LMS) through Arab Campus E-learning ACES. The
system displays general information related to AOU news, student guide, information on courses, tutorials,
enrolment, payment, calendar of events, etc. The system also has menu for free online books, journals and
articles.
Course coordinators have editing privileges on their respective courses to upload and update material,
including course calendar, assignments and tutorial outline. Students log in using personal accounts to
download material, e-mail their tutor or colleagues, or upload assignments. The university offers
on-campus facilities in a number of computer labs and Learning Resource Centre (LRC) to access and use
LMS.
LMS administrators list routine access averaging one time per week for E300 and E303 students to
download tutorial outline before every tutorial. Students use the system also to upload their assignments
twice per semester. On all accounts ICT support is utilized on the basis of teacher instruction to execute
directives in course management or receive information and not at personal initiative. ICT is utilized in
transmitting tutorial context to learners without much engaging them except through the process of
uploading their assignment work.
Integrating ICT in project work
ICT supported dialogic models of conferencing were institutionalized where theme based forums were
activated for each group. These required exchanging information and receiving peer feedback. Student
groups were involved in developing their specific forums and folders containing project resources, web
quests, theory, frameworks, methodology, surveys, workshops, data and glossaries. Groups constructed a
number of interactive folders on different theoretical background, resource links, methodological
frameworks, presentation techniques, etc. The total number of access times for the groups as monitored
during the study period is as follows
Figure 1. Number of entries in the specified week
Findings
Access has at least increased by four folds at any one interval, as compared with the once per week
instructed entry monitored earlier. Any one group, of five participants, has at least scored 20 total entries at
any one monitored interval. Moreover, these entries were based on the learner's initiative and not on any
tutor based instruction. ICT supported learning in the study promoted personal motivation for active
learning. Kress (2003) and Jonassen (2000) argue that effective multimodal literacy learning needs to be
grounded in everyday practices and contexts of the learners. Learners were involved in defining their role
in the learning process, taking initiative, suggesting and planning the course of their research project,
designing its component parts, and ultimately owning their learning. Participants actively engaged in the
exchange of information, suggesting web links, resources, analytic frameworks and ways of collecting,
categorizing and presenting data. Participants also engaged in reviewing peer's work and providing helping
notes, suggestions and comments.
Forums were accessed for monitoring by the tutor at identified intervals to conform to project calendar of
events and tasks and trace group progress and involvement. The summary presentations of the groups
reflected the commitment of the learners to interactive ICT supported learning in project work and the
authentic involvement in research topics of relevance to their contexts.
Instead of instructional pedagogy involving ICT supported learning ICT integration requires new models
that ground processes and cycles in the context of the learners and their experiences in a practice-reflection
duality in the learning process, committing the learner to a dialogical applied enquiry-based project in the
pursuit of learning excellence (Richards, 2001 and 2003).
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Tutorials reviewing learners' practices and reflection modes revealed holistic tackling of the projects and
improved standards of learning brought about by the integration of technology in pedagogy.
Evaluation and recommendation
Integrating ICT in education does not need to curtail the offered potential and possibilities to limited
extension of traditional resources chained to the instruction-based teacher directed application.
The full potential of ICT support should be explored in learner-centred strategies to shift pedagogic
orientation to cater more for the role of the learner in the learning process, taking advantage of the
resources and tools made available in the digital age.
Reformed pedagogy need to promote engaging learners in interesting and authentic contexts framed in
project-based ICT supported modules integrating pretexts for learning across the curriculum. Web forums
and conferencing as well as internet resources and e-mails are utilized to support integrated applied
learning and exploration in realizing active learning in the digital age.
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